本文選題：小學(xué)數(shù)學(xué) + 探究學(xué)習(xí)��； 參考：《杭州師范大學(xué)》2015年碩士論文

【摘要】：探究學(xué)習(xí)既是我國(guó)基礎(chǔ)教育改革所倡導(dǎo)的重要學(xué)習(xí)方式之一,也是來源于生活并最終回歸至生活的小學(xué)數(shù)學(xué)學(xué)習(xí)的本義要求。然而,由于小學(xué)數(shù)學(xué)知識(shí)本身所具有的抽象性,以及仍處于具體運(yùn)演期的兒童的心理特征,決定了小學(xué)數(shù)學(xué)探究學(xué)習(xí)活動(dòng)的開展需要必要的認(rèn)知支持。教育游戲作為當(dāng)前越來越受關(guān)注的學(xué)習(xí)支持手段,由于其情境性、悅?cè)ば�、生�?dòng)性以及直觀性等特性,既具有克服小學(xué)數(shù)學(xué)探究學(xué)習(xí)抽象性的潛在可能性,更為重要的是還可以為小學(xué)數(shù)學(xué)探究學(xué)習(xí)中的高階思維提供認(rèn)知支持,從而為小學(xué)數(shù)學(xué)學(xué)習(xí)的提供了一條新的途徑——小學(xué)數(shù)學(xué)悅?cè)せ骄繉W(xué)習(xí)。本研究綜合運(yùn)用了文獻(xiàn)研究法、行動(dòng)研究法、案例分析法,在解讀探究學(xué)習(xí)、教育游戲的基礎(chǔ)上,梳理了小學(xué)數(shù)學(xué)悅?cè)せ骄繉W(xué)習(xí)的三大支柱,由此建構(gòu)小學(xué)數(shù)學(xué)悅?cè)せ骄繉W(xué)習(xí)的設(shè)計(jì)框架,并在行動(dòng)研究過程中生成、實(shí)施、完善具體教學(xué)案例,最后做出分析與反思。開展本研究一方面可以突顯探究學(xué)習(xí)在小學(xué)數(shù)學(xué)教、學(xué)中的特殊意義,另一方面也可以在一定程度上豐富小學(xué)數(shù)學(xué)課程的研究體系,加深當(dāng)前廖有的相關(guān)研究。與此同時(shí),本研究以具體實(shí)踐為旨向,以行動(dòng)研究為基本研究路徑。這一持續(xù)性地、理論與實(shí)踐相融合的反思性研究行動(dòng),無疑有助于增進(jìn)小學(xué)數(shù)學(xué)教師的專業(yè)素質(zhì),讓教師不僅作為一名教師,更是成為一名研究者——教學(xué)研究者和兒童的研究者。
[Abstract]:Inquiry learning is not only one of the important learning methods advocated by the reform of basic education in our country, but also the original meaning requirement of primary school mathematics learning which comes from life and finally returns to life. However, because of the abstractness of elementary school mathematics knowledge and the psychological characteristics of children who are still in the stage of operation, it is decided that the development of primary school mathematics inquiry learning needs necessary cognitive support. As a learning support method, educational game has the potential to overcome the abstractness of mathematics inquiry learning in primary school, because of its characteristics such as situational, interesting, lively and intuitive. More importantly, it can also provide cognitive support for higher-order thinking in primary school mathematics inquiry learning, thus providing a new way for primary school mathematics learning. This research synthetically uses the literature research method, the action research method, the case analysis method, in the interpretation inquiry learning, the education game foundation, combs the elementary school mathematics happy interesting inquiry study three pillars, This paper constructs the design framework of inquiry learning in primary school mathematics, and generates, implements and consummates the concrete teaching cases in the course of action research. Finally, it makes an analysis and reflection. On the one hand, this study can highlight the special significance of inquiry learning in primary school mathematics teaching and learning, on the other hand, it can enrich the research system of primary school mathematics curriculum to a certain extent, and deepen the current relevant research. At the same time, the purpose of this study is to practice, action research as the basic research path. This continuous reflective research initiative, which combines theory with practice, will undoubtedly help to improve the professional quality of primary school mathematics teachers and make them more than just a teacher. More become a researcher-teaching researchers and children's researchers.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

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本文編號(hào)：2019322